Key Facts and Figures 0607 - Higher Education Authority

06/07 

HIGHER EDUCATION 

Key Facts and Figures

FOREWORD BY MR. MICHAEL KELLY 

Chairman, Higher Education Authority 

On behalf of the Authority I would like to introduce this Digest which is the third in the 

series of annual facts and figures publications from the HEA’s Statistics Unit. 

It has been compiled in a format designed to be an easy reference document for all parties 

with an interest in higher education in Ireland including higher education institutions, 

interested public service bodies, Government departments, research organisations, and the 

wider public. 

It presents data collected from the universities, colleges of education, NCAD, RCSI, DIT and 

the Institutes of Technology. For the purposes of this Digest the data relating to the Institute 

of Technology sector was provided by the Department of Education and Science. 

The Digest, through analysis of enrolment and output data, highlights national trends 

in higher education and allows us to monitor any changes. It also provides a basis 

for projecting possible future trends and assists with informed planning and policy 

development. The availability of statistics on the undergraduate and postgraduate 

populations enables study of the progress of students as they move through the third 

level system. This combined data is a valuable source of information which can be used to 

inform national policy planning. This aims to ensure that Ireland’s higher education system 

achieves international recognition for excellence and quality and further strengthens 

participation in higher education. 

FOREWORD 

This year’s edition of the Digest includes a new section with statistics on further education 

and training. The section is an introduction to the area which will be built upon in future 

editions of the Digest. 

This edition of the Digest should be used in conjunction with the previous edition as a 

reference document. 

I wish to thank the participating institutions and the Statistics Section of the Department 

of Education and Science for their continuing co-operation. I would also like to thank the 

Statistics Unit for their work in compiling this Digest. 

Michael Kelly 

Chairman 

April 2008 

3

Section 1 

CONTENTS 

Overview 

Table 1.1 Enrolment Trends 02/03 – 06/07 for Universities, Colleges of Education, NCAD & RCSI 14 

Figure 1.1 Total Enrolment Trends by Level 02/03 – 06/07 for Universities, Colleges of Education, 

NCAD & RCSI 14 

Table 1.2 Enrolment Trends 02/03 – 06/07 for Institutes of Technology & Dublin Institute of 

Technology (IoTs) 15 

Table 1.3 Full-Time Undergraduate New Entrant Gender Trends 02/03 – 06/07 for Universities, 

Colleges of Education, NCAD & RCSI 15 

Figure 1.2 Undergraduate New Entrant Gender Trends for Universities, Colleges of Education, 

NCAD & RCSI 02/03 – ‘06/07 16 

Table 1.4 Full-Time Undergraduate New Entrant Trends 02/03 –06/07 for the Institutes of 

Technology & Dublin Institute of Technology (IoTs) 16 

Figure 1.3 Enrolment Trends by Level for Universities, Colleges of Education, NCAD, RCSI, the 

Institutes of Technology & Dublin Institute of Technology (IoTs) 02/03 – 06/07 17 

Table 1.5 Graduate Trends 2002 – 2006 for Universities, Colleges of Education, NCAD & RCSI 17 

Figure 1.4 Total Graduate Trends by Level 2002 – 2006 for Universities, Colleges of Education, 

NCAD & RCSI 18 

CONTENTS 

Section 2 Application, Acceptance and New Entrant Data 

Table 2.1 CAO Applications and Acceptances Level 8 (Honours Bachelor Degree) 2002 vs. 2007 

for the Entire Higher Education Sector 20 

Table 2.2 Full-time Undergraduate New Entrants for Universities, Colleges of education, NCAD 

& RCSI 06/07 by Gender and Level 20 

Table 2.3 Full-Time Undergraduate New Entrants 06/07 by Field of Study for Universities, 


Table 2.4 Full-time Undergraduate New Entrants for Universities, Colleges of Education, NCAD 

& RCSI 06/07 Vs 05/06 22 

Table 2.5 Full-time Undergraduate New Entrants 06/07 by Field of Study for Institutes of 


Figure 2.1 Full-time Undergraduate New Entrants 06/07 for Universities, Colleges of Education, 

NCAD & RCSI Vs Institutes of Technology & Dublin Institute of Technology (IoTs) 

by Gender and Field of Study 24 

Section 3 

Table 3.1 

Figure 3.1 

Table 3.2 

Table 3.3 

Figure 3.2 

Table 3.4 

Figure 3.3 

Undergraduate Enrolment Data 

Undergraduate Enrolments 06/07 by Gender and Level for Universities, Colleges of 

Education, NCAD & RCSI 26 

% Male/Female Undergraduate Enrolments 06/07 for Universities, Colleges of 


Full-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 

Universities, Colleges of Education, NCAD & RCSI 27 

Full-Time Undergraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 


Full-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for 


Undergraduate Enrolments 06/07 by Gender and Level for Institutes of Technology & 

Dublin Institute of Technology (IoTs) 29 

% Male/Female Undergraduate Enrolments 06/07 for Institutes of Technology & 


4

Table 3.5 

Table 3.6 

Figure 3.4 

Table 3.7 

Table 3.8 

Figure 3.5 

Full-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 

Institutes of Technology & Dublin Institute of Technology (IoTs) 30 

Full-Time Undergraduate Enrolments 06/07 Vs 05/06 for Institutes of Technology & 


Full-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for 

Institutes of Technology & Dublin Institute of Technology (IoTs) 31 

Part-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 


Part-Time Undergraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 


Part-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for 


Section 4 

Table 4.1 

Figure 4.1 

Table 4.2 

Table 4.3 

Table 4.4 

Table 4.5 

Figure 4.2 

Table 4.6 

Table 4.7 

Table 4.8 

Table 4.9 

Table 4.10 

Figure 4.3 

Postgraduate Enrolment Data 

Postgraduate Enrolments 06/07 by Gender and Level for Universities, Colleges of 


% Male/Female Postgraduate Enrolments 06/07 for Universities, Colleges of 


Research Postgraduate Enrolments 06/07 by Gender and Level for Universities, 


Research Postgraduate Enrolment Trends 02/03 – 06/07 for Universities, Colleges of 


Full-Time Postgraduate Enrolments 06/07 by Level and Field of Study for 


Full-Time Postgraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 


Full-Time Postgraduate Enrolments 06/07 by Gender and Field of Study for 


Postgraduate Enrolments 06/07 by Gender and Level for Institutes of Technology & 


Full-Time Postgraduate Enrolments 06/07 by Level and Field of Study for Institutes 

of Technology & Dublin Institute of Technology (IoTs) 39 

Full-Time Postgraduate Enrolments 06/07 Vs 05/06 for Institutes of Technology & 


Part-Time Postgraduate Enrolments 06/07 by Level and Field of Study for 


Part-Time Postgraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 


Part-Time Postgraduate Enrolments 06/07 by Gender and Field of Study for 


CONTENTS 

Section 5 

Table 5.1 

Figure 5.1 

Figure 5.2 

Table 5.2 

Graduate Data 

Graduates 2006 by Gender, Level and Field of Study for Universities, Colleges of 


Full-Time Hons Bachelor Degree (Level 8) Graduates 2006 by Gender and Field of 

Study for Universities, Colleges of Education, NCAD & RCSI 45 

Part-Time Hons Bachelor Degree (Level 8) Graduates 2006 by Gender and Field of 

Study for Universities, Colleges of Education, NCAD & RCSI 46 

% Breakdown of Hons Bachelor Degree (Level 8) Awards by Level of Award and 

Gender for Universities, Colleges of Education, NCAD & RCSI 46 

5

Table 5.3 % Breakdown of Hons Bachelor Degree (Level 8) Awards by Level of Award and 

Discipline for Universities, Colleges of Education, NCAD & RCSI 47 

Table 5.4 Graduates 2006 by Gender, Level and Field of Study for Institutes of Technology 

& Dublin Institute of Technology (IoTs), Private and Other Institutions 48 

Figure 5.3 Percentage of Tertiary Type B Graduates to the Population at Typical Age of 

Graduation 2005 for Selected OECD Countries 49 

Figure 5.4 Percentage of Tertiary Type A Graduates to the Population at Typical Age of 

Graduation 2005 for Selected OECD Countries 50 

Figure 5.5 Number of PhD Graduates in Selected OECD Countries by Gender 2004 51 

Section 6 

Student Details 

CONTENTS 

Table 6.1 Age Distribution of Full-Time Enrolments 06/07 for Universities, Colleges of 


Figure 6.1 % Age Distribution of Full-Time Enrolments 02/03 vs. 06/07 for Universities, 


Table 6.2 Age Distribution of Full-Time Undergraduate New Entrants 06/07 for 


Figure 6.2 % Age Distribution of Undergraduate Full-Time New Entrants 02/03 vs. 06/07 for 


Figure 6.3 Domiciliary of Origin of Full-time Students in Ireland by Province for 


Table 6.3 Full-Time Undergraduate Enrolments by Origin and College of Study: Irish 

Domiciled Students for Universities, Colleges of Education, NCAD & RCSI 55 

Table 6.4 Domiciliary Origin of all Full-Time Enrolments 06/07 for Universities, Colleges of 


Figure 6.4 Non-Irish Domiciled Students by Region of Domicile, 06/07 for Universities, 


Table 6.5 Age Distribution of Full-Time Enrolments 06/07 for Institutes of Technology & 


Figure 6.5 % Age Distribution of Full-Time Enrolments 02/03 vs 06/07 for Institutes of 


Table 6.6 Age distribution of Full-time Undergraduate New Entrants 06/07 for Institutes 


Figure 6.6 % Age Distribution of Undergraduate Full-Time New Entrants 02/03 vs. 06/07 

for Institutes of Technology & Dublin Institute of Technology (IoTs) 58 

Figure 6.7 % Age Distribution of Undergraduate Full-time New Entrants Institutes of 

Technology & Dublin Institute of Technology (IoTs) vs. Universities, Colleges of 


Figure 6.8 Domiciliary of Origin of Full-time Students in Ireland by Province for Institutes 


Table 6.7 Domiciliary Origin of all Full-time Enrolments 06/07 for Institutes of Technology 

& Dublin Institute of Technology (IoTs) 60 

Figure 6.9 Non-Irish Domiciled Students by Region of Domicile 06/07 for Institutes of 


Section 7 

Further Education and Training 

Figure 7.1 Apprenticeship Annual Recruitment by FAS Trade Family 63 

Figure 7.2 Trends in Student Numbers Registered on Fáilte Ireland Courses 64 

6

INTERPRETATION OF DATA 

Full-time 

A full-time student is defined as a student attending an intra-mural day course at a thirdlevel 

institution extending over at least a full academic year and leading to an academic 

award and devoting their whole working time to their academic studies as far as is known. 

Part-time 

Part-time students include students (other than full-time students) attending intramural 

courses extending over at least a full academic year and leading to an academic award. 

Occasional 

Occasional students are students taking intra-mural courses of lectures or laboratory 

instruction which do not lead directly to a university-level award. Such students include 

individuals taking modules for their own interests, students attending access courses 

teaching study skills and students taking qualifying courses for admission to postgraduate 

study. 

New entrants 

New entrants are defined as students entering third level for the first time. Generally only 

new entrants to full-time undergraduate courses are included. 

Intra-mural 

Intra-mural courses are courses offered ‘within the walls’ of a third level institution. Extramural 

courses include courses offered via distance learning and e-learning. 


ISCED 

The International Standard Classification of Education (ISCED), developed and used by the 

OECD and Eurostat to code students’ fields of study. 

Academic Year 

The Academic Year generally extends from late autumn to early summer, though the specific 

dates between institutions vary. 

Graduate 

A graduate is a former student who has suc cessfully completed a course of study in the 

previous academic year. (It includes students who have completed their final exams/thesis 

submission but who have yet to formally receive their parchment from their institution). 

Graduate Year 

‘Graduate Year’ refers to the academic year the graduate completed the final requirements 

of their course of study. 

National Framework of Qualifications (NFQ) 

NFQ levels have been assigned to programmes of study where applicable. The Universities 

are currently involved in a process of assigning NFQ levels to their Certificate and Diploma 

programmes at both undergraduate and postgraduate. 

7

Census Date 

The census date for the HEA institutions was March 1 st 2007 while the date for the Institutes 

of Technology and Dublin Institute of Technology was October 31 st 2006. 

Student Record System (SRS) 

The SRS is an electronic system devised by the institutions and the HEA to allow much 

more detailed reporting of third-level students. It introduced the ISCED reporting scheme, 

and replaced the previous (paper-based) mode of data collection.To complete the SRS 

submission, the Registrar (or equivalent) of each institution certifies the dataset as being a 

true and accurate reflection of that academic year’s student cohort. 


8

SUMMARY KEY POINTS 

Section 1 

Key Points 

Universities, Colleges of Education, NCAD & RCSI 

 

 

 

Enrolment increased by 9.3% since 2002/2003, though the rate of increase is slowing 

New entrants increased by 7.2% between 2005/2006 and 2006/2007 compared to a 1 % 

increase the previous year. 

Undergraduate and postgraduate output has increased by 17% since 2002/2003, albeit 

declining by 1% between 2004 and 2005 

Institutes of Technology and Dublin Institute of Technology (IoTs) 

Undergraduate enrolments at the IoTs declined very slightly in 2006/2007 

Postgraduate enrolment levels at the IoTs although still a small part (3%) of overall 

Institute enrolments, are increasing rapidly. Postgraduate enrolments increased by 18% 

from 05/06 – 06/07 while undergraduate enrolments decreased very slightly in the same 

timeframe 

New entrants at the IoTs declined in 2006/2007 and overall are down by 6.5% in the last 

five years 

Section 2 


Key Points 

Level 8 CAO acceptances increased by 32% from 2002 – 2007 


 

 

 

Arts and Humanities disciplines attracted the greatest proportion (28%) of new entrants 

in 2006/2007 

New entrants to Combined Science courses have shown little change since 2005/2006. 

However enrolment on Physical Science courses increased and enrolment on Computer 

courses remained static 

New entrants to Engineering courses increased due to enrolments on Architecture, 

Town Planning & Civil Engineering and Combined Engineering courses with increases 

occurring in all areas not just Civil Engineering as had been the case for a number of 

years 

Institutes of Technology & Dublin Institute of Technology (IoTs) 

 

 

New Entrants to IoTs show a greater percentage of males (53%) than females (47%). This 

may be due to a higher male participation in the larger proportion of technologically 

based courses offered in the IoTs. 

New entrants to the Engineering, Manufacturing and Construction courses vastly 

outnumber university et al new entrants to the same discipline (4,003 vs. 1,329) 

9

Section 3 

KEY POINTS 


 

 

 

 

 

Part-time enrolment constituted 11% of all undergraduate enrolments in 2006/2007 

remaining unchanged from 2005/2006 

Female enrolment was 59% of all undergraduate enrolment 

Within the broad field of Science there was an increase in enrolments in Life Sciences 

(27%) and Physical Sciences (10%) 

There was a modest increase in Engineering enrolments with an 8% increase in both 

Combined Engineering and Architecture, Town Planning and Civil Engineering 

Health and Welfare enrolments increased by 6% from 2005/2006. 



Level 6 & 7 enrolments outnumber Level 8 enrolments at the IoTs and the majority of 

students are male 

Level 6 Higher Certificate enrolments (formerly referred to as National Certificate 

courses) have been decreasing in line with institutions reducing course offerings at this 

level. Between 2006/2007 and 2005/2006 the number of enrolments declined by 20% 

Computing dominates the science disciplines (61%) 

Sectoral Trends 

When the two sectors are combined, Social Sciences, Business and Law is the most 

popular discipline 

 

Males are more likely to enrol on Level 6 & 7 courses across the entire sector, while 

females are more likely to enrol on Level 8 courses across the sector 

Section 4 

KEY POINTS 


 

 

 

 

Overall postgraduate enrolments have increased by 4% from 2005/2006 with the 

largest increase occurring at part-time (5%) 

Enrolments on research degree programmes increased by 6% over the past year 

Enrolment of PhD programmes have increased by 8% from 2005/2006 

The majority of full-time PhD enrolments (40%) are in the Science disciplines; Masters 

enrolments (35%) on Social Sciences, Business and Law courses and Postgraduate 

Diplomas (46%) on Education courses 


 

 

Increases in postgraduate enrolments between 2005/2006 and 2006/2007 were seen at 

both PhD (28%) and Masters Degree (39%) levels 

The gender balance at postgraduate level is virtually 50:50 

10

Social Sciences, Business & Law is the most popular discipline for postgraduate study, 

particularly at the Masters Degree level. The most popular PhD discipline is Science with 

over half of all PhD enrolments in that discipline 

Section 5 

KEY POINTS 


 

 

 

Social Science, Business, Law and Arts and Humanities graduates constituted 52.5% of all 

undergraduate output in 2006 

PhD output has increased by 19% since 2005/2006 

Of those achieving a first class honours bachelor degree in 2006 59% are female up from 

56% in 2006 

Institutes of Technology & Dublin Institute of Technology (IoTs), Private and Other 

Institutions 

In line with IoT enrolment trends, graduate output at Level 6 and 7 has been decreasing, 

while output at Level 8 is up almost 20% since 2005 

Female IoT graduates outnumber males in all fields but Science (59% male) and 

Engineering (90% male); overall, 51% of IoT graduates are male 

While the overall cohort remains small, just over 50% of Level 10 graduates are in the 

Science field, down from almost 75% in 2005 


Section 6 

KEY POINTS 


 

 

 

 

 

The number of full time enrolments is in general increasing across the age spectrum. 

The increasing number of mature students may partly be due to increasing numbers of 

graduates progressing to postgraduate level. 

The number of mature (+23) new entrants increased by 18% between 2005/2006 and 

2006/2007 

NUIG remains the college with the greatest diversity of Irish students by province with 

59.8% hailing from Connaught 

The number of international students enrolled on full-time programmes increased by 

11% in 2006/2007 

The greatest proportion of overseas students enrolled in the universities et al in 

2006/2007 came from America North 


 

The number of new entrants under 19 declined by 9% between 2005/2006 and 

2006/2007. Whereas the number of new entrants between 19 and 21 increased by 20% 

11

The number of mature (+23) new entrants increased by 14% 

Only 4.6% of students attending IoTs were from outside the Republic of Ireland, in 

comparison to 10.4% of university et al enrolments 

The vast majority (69%) of these overseas students came from within the EU, though 

students from Asia make up the bulk (19%) of the remainder 


12

Section 1 / OVERVIEW 

KEY POINTS 


 

 

 

 

 

 

 

 

Institutes of Technology and 

Dublin Institute of Technology (IoTs) 

SECTION ONE / OVERVIEW 

 

 

 

 

 

 

 

 

 

 

13

Table 1.1 Enrolment Trends 02/03 – 06/07 for Universities, Colleges of Education, NCAD & RCSI 

Undergraduate 02/03 03/04 04/05 05/06 06/07 % increase 

02/03 – 

06/07 

Full-time 63,209 64,531 65,300 66,834 68,039 7.6% 

Part-time 7,504 7,204 9,727 8,742 8,506 13.3% 

Total Undergraduate 

Enrolment 

70,713 71,735 75,027 75,576 76,545 8.2% 

Postgraduate 

Full-time 14,078 15,350 15,339 15,688 16,224 15.2% 

Part-time 7,338 6,689 6,977 7,573 7,950 8.3% 


90000 

80000 

Total Postgraduate 

Enrolment 21,416 22,039 22,316 23,261 24,174 12.8% 

Overall Enrolment 92,129 93,774 97,343 98,837 100,719 9.3% 

Figure 1.1 Total Enrolment Trends by Level 02/03 – 06/07 for Universities, Colleges of 

Education, NCAD & RCSI 

70000 

60000 

50000 

40000 

30000 

20000 

10000 

0 

2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 

Total Undergraduate Enrolment 

Total Postgraduate Enrolment 

 

Overall enrolment increased by 9.3% from 02/03 to 06/07. Enrolment increased by 1.9% 

between 2005/2006 and 2006/2007 compared to a 1.5% between 04/05 and 05/06 and a 

4% increase between 03/04 and 04/05. 

 

Overall postgraduate enrolments are increasing at a faster pace with a 3.9% increase 

between 05/06 and 06/07 and a 1.2% increase in the same period for undergraduate 

enrolments. 

14

Table 1.2 Enrolment Trends 02/03 – 06/07 for Institutes of Technology & Dublin Institute of 

Technology (IoTs) 

02/03 03/04 04/05 05/06 06/07 

% increase 

02/03 – 

06/07 

Full Time 

Undergraduate 49,957 51,798 50,424 51,517 51,322 2.7 

Full Time 

Postgraduate 1,041 1,194 1,235 1,325 1,565 50.3 

Overall 

Enrolment 50,998 52,992 51,659 52,842 52,887 3.7 

Source: Statistics Section, Department of Education and Science 

Undergraduate enrolments at the IoTs declined very slightly in 2006/2007 

Postgraduate enrolment levels at the IoTs, not traditionally a large part of Institute 

enrolment cohorts, increased by 50.3% since 2002/2003. The proportion of overall 

Institute postgraduate enrolments remains low however at 3% in 2006/2007 

Table 1.3 Full-Time Undergraduate New Entrant Gender Trends 02/03 –06/07 for 



02/03 03/04 04/2005 05/2006 06/07 

% increase 

02/03 – 

06/07 

Male 6,971 7,224 7,243 7,157 7,937 13.8% 

Female 10,388 10,793 10,678 10,956 11,482 10.5% 

Total 17,359 18,017 17,921 18,113 19,419 11.8% 

15

Figure 1.2 Undergraduate New Entrant Gender Trends for Universities, Colleges of Education, 

NCAD & RCSI 02/03 – 06/07 

14000 

12000 

10000 

8000 

6000 

4000 

2000 


0 

 

 

2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 

Male 

Female 

New entrants increased by 7.2% between 2005/2006 and 2006/2007 compared to a 1% 

increase in the previous year 

Male new entrants increased by 10.9% between 2005/2006 and 2006/2007 compared to 

a 4.8% increase for female new entrants 

Table 1.4 Full-Time Undergraduate New Entrant Trends 02/03 –06/07 for Institutes of 

Technology & Dublin Institute of Technology (IoTs) 

02/03 03/04 04/05 05/06 06/07 

% increase 

02/03 – 06/07 

Male N/A N/A N/A 8,654 8,612 

Female N/A N/A N/A 7,848 7,746 

Total 17,434 17,287 16,143 16,502 16,358 -6.2 


* Gender figures unavailable for 02/03 – 04/05 

 

 

New entrants to the IoTs continued to decline in 2006/2007. In terms of overall numbers 

there were over 1,000 less new entrants to IoTs in 2006/2007 than in 2002/2003 

In 2006/2007 while the numbers of female new entrants decreased slightly compared 

to 2005/2006, due to an overall decline in new entrants, the proportion of females to 

males remained the same between both years (47%). In general there are fewer females 

than males enrolling in IoTs which is in contrast to the universities et al where almost 

60% are female 

16

Figure 1.3 Enrolment Trends by Level for Universities, Colleges of Education, NCAD & RCSI, 

the Institutes of Technology & Dublin Institute of Technology (IoTs) 02/03 –06/07 

140000 

120000 

100000 

80000 

60000 

40000 

20000 

0 

 

 

2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 

Full-time undergraduate Full-time new entrant Full-time postgraduate 

While new entrant rates remained flat, overall undergraduate enrolments have been 

increasing (due to variations in course length) 

Overall postgraduate enrolments have been increasing more slowly than overall 

undergraduate enrolments 


Table 1.5 Graduate Trends 2002 – 2006 for Universities, Colleges of Education, NCAD & RCSI 

2002 2003 2004 2005 2006 

% increase 

02 – 06 

Undergraduate 

Full-Time + Part-time 17,944 18,487 19,659 19,273 19,534 9% 

Postgraduate 

Full-time + Part-time 9,080 10,793 11,570 11,645 12,101 33% 

Overall Graduates 27,024 29,280 31,229 30,918 31,635 17% 

17

Figure 1.4 Total Graduate Trends by Level 2002 – 2006 for Universities, Colleges of 


25000 

20000 

15000 

10000 

5000 


0 

 

 

2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 

Total Undergraduate Graduates 

Total Postgraduate Graduates 

Undergraduate output has once again increased after moderate declines in graduate 

output in 2005 

Postgraduate output continued to increase in 2006, with a 33% increase since 2002 

compared to a 9% increase in undergraduate output 

18

Section 2 / APPLICATION/ACCEPTANCE AND 

NEW ENTRANT DATA 

KEY POINTS 

 

 


 

 

 

 

 

 

 

 

 

 

 




 

 

 

 

 

 

 

 

19

Table 2.1 CAO Applications and Acceptances Level 8 (Honours Bachelor Degree) 2002 vs. 

2007 For the entire Higher Education Sector 

Year 

1st Preference 

Applications* 

1st Preference 

Acceptances** 

% 1st Preference 

Acceptors 

Total 

Acceptances*** 

SECTION TWO / APPLICATION/ACCEPTANCE AND NEW ETNRANT DATA 

2007 55,243 16,192 58.1% 27,853 

2002 53,786 11,817 56.0% 21,101 

*Each student applying to the CAO is allowed a maximum of ten Level 8 (Honours Bachelor 

Degree) and ten Level 7/6 (Ordinary Degree/Higher Certificate) choices. First preference 

applications give a clear indication of the actual number of applications for a particular 

course. 

**First preference acceptors are those applicants who have been offered their first preference 

courses and accepted it. 

***Total Acceptances are acceptances at any preference including first preference. 

Not all applicants who are offered a place ac cept for various reasons: applicants defer 

their place, choose to take a Level 7/6 course, an apprenticeship, a Post Leaving Certificate 

Course or enter the workforce. For this reason the number of ac ceptors and the number 

of new entrants will not match. Not all students enter through the CAO system e.g mature 

students. 

Table 2.2 Full-time Undergraduate New Entrants for Universities, Colleges of Education, 

NCAD & RCSI 06/07 by Gender and Level 

All 

Undergraduate Male Female 2006/2007 All 2005/2006 

Certificate 33 42 75 114 

Diploma 28 83 111 114 

Honours Bachelor Degree (Level 8) 7,614 10,909 18,523 17,774 

Occasional 262 448 710 111 

Total 7,937 11,482 19,419 18,113 

Red cell indicates a decline in new entrants from the previous year while green indicates an 

increase. 

20

Table 2.3 Full-time Undergraduate New Entrants 06/07 by Field of Study for Universities, 

Colleges of Education, NCAD & RCSI 

Field of Study by Selected ISCED 

Total 

Grand Total 

M 

F 

06/07 

General Programmes 29 51 80 

Education 359 1,198 1,557 

Humanities and Arts 2,010 3,411 5,421 

Social Sciences, Business and Law including; 2,049 2,534 4,583 

Social Sciences 581 946 1,527 

Journalism and Information 17 21 38 

Business and Administration 1,189 1142 2,331 

Law 262 425 687 

Science 1,598 1,396 2,994 

Combined Science, Mathematics and Computing 496 631 1,127 

Life Sciences 312 465 777 

Physical Sciences 207 145 352 

Mathematics and Statistics 121 46 167 

Computer Science & Use 462 109 571 

Engineering, Manufacturing and Construction 1,032 297 1,329 

Combined Engineering 457 122 579 

Mechanics and Metal work 59 5 64 

Electricity and Energy 100 18 118 

Process Engineering 187 75 262 

Architecture, Town Planning & Civil Engineering 229 77 306 

Agriculture 116 137 253 

Agriculture (& sub-disciplines) 95 84 179 

Veterinary 21 53 74 

Health and Welfare 660 2,343 3,003 

Combined Health and Welfare 201 295 496 

Medicine and Diagnostics 183 282 465 

Nursing and Caring 84 1,104 1,188 

Dental Studies 32 76 108 

Therapy, Rehabilitation and Counselling 122 496 618 

Pharmacy 38 90 128 

Services 47 27 74 

Combined 37 88 125 

Totals 7,937 11,482 19,419 


 

New entrant males are up 10% on last years numbers compared to a 4.6% increase for 

females 

 

New entrant females continue to outnumber males in most disciplines with the 

exceptions of Engineering and Science 

21

Table 2.4 Full-time Undergraduate New Entrants for Universities, Colleges of Education, 

NCAD & RCSI 06/07 Vs 05/06 




06/07 


05/06 

General Programmes 80 67 

Education 1,557 1,544 

Humanities and Arts 5,421 4,894 

Social Sciences Business and Law 4,583 4,354 

Science 2,994 2,976 

Engineering, Manufacturing and Construction 1,329 1,247 

Agriculture 253 249 

Health and Welfare 3,003 2,749 

Services 74 31 

Combined 125 2 

Totals 19,419 18,113 


increase. 

Since 2006/2007; 

Physical Science entrants have continued to increase while new entrants to Computer 

Science courses have also recorded modest increases following a period of decline 

All disciplines recorded growth in student numbers 

Engineering new entrants increased by 6.5%. The largest increase was recorded in 

Architecture, Town Planning & Civil Engineering courses 

22

Table 2.5 Full-time Undergraduate New Entrants 06/07 by Field of Study for Institutes of 



M 

Total 

F 

Grand 

Total 

06/07 


Total 

05/06 

Education 33 110 143 66 

Humanities and Arts 712 964 1,676 1,510 

Social Sciences Business and Law 1,838 2,775 4,613 4,754 

Science 1,195 625 1,820 1,933 

Engineering, Manufacturing and Construction 3,523 480 4,003 4,020 

Agriculture 186 75 261 311 

Health and Welfare 266 1,665 1,931 2,048 

Services 749 915 1,664 1,644 

Combined 110 137 247 216 

Totals 8,612 7,746 16,358 16,502 



increase. 

 

 

New entrant females dominate the Social Sciences, Business & Law category, Education 

and the Health & Welfare category, while new entrant males heavily dominate the 

Engineering, Manufacturing & Construction category and the Science category 

New entrants to the Engineering, Manufacturing and Construction courses vastly 

outnumber university et al new entrants to the same discipline (4,003 vs. 1,329). 


23

Figure 2.1 Full-time Undergraduate New Entrants 06/07 for Universities, Colleges of 

Education, NCAD & RCSI vs. Institutes of Technology & Dublin Institute of Technology (IoTs) 

by Gender and Field of Study 

4000 


3500 

3000 

2500 

2000 

1500 

1000 

500 

0 

General Programmes 

 

 

Education 

Humanities and Arts 

Social Sciences 

Business and Law 

Science 

Engineering, Manufacturing 

and Construction 

Agriculture 

Health & Welfare 

Students from the universities et al dominate nearly every discipline with exceptions 

of the Services and the Engineering, Manufacturing and Construction disciplines 

Services include leisure, tourism, catering and hotel management which are in the 

main offered only through the IoTs 

Services 

Combined 

Total Male Universities et al 

Total Male IoTs 

Total Female Universities et al 

Total Female IoTs 

24

Section 3/ UNDERGRADUATE ENROLMENT DATA 

KEY POINTS 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 



 

 

 

 

 

 

 

 

SECTION THREE / UNDERGRADUATE SECTION ONE ENROLMMENT / OVERVIEW DATA 

 

 

Sectoral Trends 

 

 

 

 

 

25

Table 3.1 Undergraduate Enrolments 06/07 by Gender and Level for Universities, Colleges of 


Full-time Undergraduate Male Female All All 2005/2006 

Degree 27,039 38,766 65,805 64,765 

Diploma and Certificate 111 278 389 449 

Occasional 636 1209 1,845 1,620 

Total Full-time 27,786 40,253 68,039 66,834 

Part-time Undergraduate 

SECTION THREE / UNDERGRADUATE ENROLMMENT DATA 

Degree 1,207 1,861 3,068 3,149 

Diploma and Certificate 1,921 2,888 4,809 4,588 

Occasional 188 441 629 1,005 

Total Part-time 3,316 5,190 8,506 8,742 

Overall Undergraduate Total 31,102 45,443 76,545 75,576 

Red cells indicate a decline in enrolments from the previous year while green indicates an 

increase. 

Full-time enrolment on Honours Bachelor Degree (level 8) programmes increased by 

4.5% between 2005/2006 and 2006/2007. In the same time period full-time Certificate/ 

Diploma enrolments decreased by 23% 

Part-time enrolments declined by 12.5% from 2005/2006 to 2006/2007 

Figure 3.1 % Male/Female Undergraduate Enrolments 06/07 for Universities, Colleges of 


Male 

41% 

Female 

59% 

26

Table 3.2 Full-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 


Field of Study by Selected 

ISCED 

Hons Bachelor 

Degree 

(Level 8) 

Cert/Diploma 

Occasional 


Total 

06/07 

General Programmes 19 28 181 228 

Education 5,184 0 0 5,184 

Humanities and Arts 15,430 89 977 16,496 

Social Sciences Business and Law 

including; 16,154 68 233 16,455 

Combined Social Sciences 

Business and Law 5,504 24 175 5,703 

Journalism & Information 200 0 0 200 

Business & Administration 8,162 43 55 8,260 

Law 2,288 1 3 2,292 

Science 10,536 9 61 10,606 

Combined Science, 

Mathematics & Computing 2,820 6 30 2,856 

Life Sciences 3,057 0 29 3,086 

Physical Sciences 1,901 1 2 1,904 

Mathematics and Statistics 792 0 0 792 

Computer Science & Use 1,966 2 0 1,968 


and Construction 4,875 11 1 4,887 

Combined Engineering 1,604 7 1 1,612 

Mechanics and metal work 349 0 0 349 

Electricity and energy 508 4 0 512 

Process Engineering 932 0 0 932 

Architecture, Town Planning 

& Civil Engineering 1,482 0 0 1482 

Agriculture 994 28 0 1,022 

Agriculture (& sub-disciplines) 588 28 0 616 

Veterinary 406 0 0 406 

Health and Welfare 12,435 155 0 12,590 

Combined Health and Welfare 388 3 0 391 

Medicine and Diagnostics 4,398 4 0 4,402 

Nursing and caring 4,136 34 0 4,170 

Dental Studies 392 68 0 460 

Therapy, Rehabilitation and 

Counselling 2,445 46 0 2,491 

Pharmacy 676 0 0 676 

Services 163 0 0 163 

Combined 15 1 392 408 

Totals 65,805 389 1,845 68,039 


27

Table 3.3 Full-Time Undergraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 


Field of Study by Selected ISCED Grand Total 06/07 Grand Total 05/06 


Education 5,184 4,609 



Science 10,606 10,752 



18000 

16000 

14000 

12000 

10000 

8000 

6000 

Agriculture 1,022 1,067 




Totals 68,039 66,834 


increase. 

Full-time enrolments on Humanities, Science and Agriculture courses declined 

modestly in 2006/2007 

Figure 3.2 Full-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for 


Male 

Female 

Total 

4000 

2000 

0 



Business & Law 


Science 




Agriculture 

Combined 


Services 

 

Females outnumber males in all disciplines with the exception of Science and 

Engineering 

28

Table 3.4 Undergraduate Enrolments 06/07 by Gender and Level for Institutes of Technology 

& Dublin Institute of Technology (IoTs) 

Full-time Undergraduate Male Female All All 2005/2006 

Honours Bachelor Degree (Level 8) 10,951 12,514 23,465 22,031 

Ordinary Degree (Level 7) 9,207 7,449 16,656 15,501 

Higher Certificate (Level 6) 6,311 4,890 11,201 13,985 



increase. 

 

 

Level 6 Higher Certificate enrolments (formerly referred to as National Certificate 

courses) have been decreasing in line with institutions reducing course offerings at 

this level. Between 2006/2007 and 2005/2006 the number of enrolments declined by 

20% while Ordinary Degree enrolments increased by 7% and Honours Bachelor degree 

enrolments increased by 6.5% 

Females outnumber males at Level 8 (at 54%, this is similarly to the universities) but 

males outnumber females at Level 7 (55%) and to a larger degree at Level 6 (56%) 

Figure 3.3 % Male/Female Undergraduate Enrolments 06/07 for Institutes of Technology & 


Male 

52% 

Female 

48% 


29

Table 3.5 Full-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 


Field of Study by Selected 

ISCED 

Higher 

Certificate 

(Level 6) 

Ordinary 

Degree 

(Level 7) 

Honours 

Bachelor 

Degree (Level 8) 


Total 

06/07 


Humanities and Arts 435 2,011 2,467 4,913 


Social sciences, business 

and law 4,210 4,078 7,775 16,063 

Social & behavioural science 0 671 751 1,422 

Journalism and information 0 62 140 202 

Business and administration 3,906 3,244 6,573 13,273 

Law 304 101 311 716 

Science 1,358 1,773 2,186 5,317 

Life sciences 301 444 525 1,270 

Physical sciences 238 274 224 736 

Mathematics and statistics 0 0 45 45 

Computing 819 1,055 1,392 3,266 

Eng. Manu. & Cons. 3,273 4,714 4,210 12,197 

Eng. & Eng. Trades 1,283 2,043 1,373 4,699 

Manufacturing & processing 535 460 591 1,586 

Architecture and building 1,455 2,211 2,246 5,912 

Agriculture 203 591 119 913 

Health and welfare 706 1,175 4,594 6,475 

Health 556 154 3,328 4,038 

Social services 150 1,021 1,266 2,437 

Services 855 2,247 1,533 4,635 

Combined 105 0 482 587 

Overall Totals 11,201 16,656 23,465 51,322 

Computing dominates the Science discipline in the IoTs with 61% of enrolments, unlike 

the universities et al which feature a broader science base. 

 

Social Sciences, Business and Law is the most popular discipline with 31% of enrolments, 

in comparison to Humanities & Arts at the universities et al. 

30

Table 3.6 Full-Time Undergraduate Enrolments 06/07 Vs 05/06 for Institutes of Technology 

& Dublin Institute of Technology (IoTs) 



06/07 


05/06 

Education 222 153 



Science 5,317 5,544 



18000 

16000 

14000 

12000 

10000 

8000 

6000 

4000 

2000 


Services 4,635 4,929 


Totals 51,322 51,517 

Red cells indicates a decline in undergraduate enrolments from the previous year while green 

indicates an increase 

Figure 3.4 Full-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for IoTs 

and DIT 

Male 

Female 

Total 


0 






Science 



Services 

Agriculture 

Combined 


 

Females outnumber males in nearly all disciplines with the exceptions of Science and of 

Engineering, Manufacturing & Construction. However, the disparity in these disciplines 

is greater than the disparity of female-dominated disciplines, resulting in fewer females 

than males overall. 

 

The only discipline which presents an even breakdown between males and females is 

the Combined group of disciplines 

31

Table 3.7 Part-Time Undergraduate Enrolments 06/07 by Level and Field of Study for 



Field of Study by 

Selected ISCED 

Hons 

Bachelor 

Degree 

(Level 8) 

Cert/ 

Diploma 

Oc casional 


Total 

06/07 

General Programmes 0 187 2 189 

Education science 505 63 0 568 

Humanities and Arts 659 1,410 432 2,501 

Social Science, Business and Law 

including; 978 767 33 1,778 

Combined Social Sciences, Business and 

Law 379 267 26 672 

Journalism and Information 2 0 0 2 

Business and Administration 424 500 4 928 

Law 173 0 3 176 

Science 256 173 89 518 


Mathematics and Computing 99 31 0 130 

Life Sciences 30 24 75 129 

Physical Sciences 2 29 6 37 

Mathematics and Statistics 7 0 8 15 

Computer Science & Use 118 89 0 207 

Engineering Manufacturing 

and Construction 62 198 1 261 

Combined Engineering 4 0 1 5 

Mechanics and Metal work 10 0 0 10 

Electricity and Energy 15 0 0 15 

Process Engineering 5 18 0 23 


& Civil Engineering 28 180 0 208 


Agriculture (& sub-disciplines) 24 1 0 25 

Veterinary 4 93 0 97 

Health and Welfare 580 767 18 1,365 

Combined Health and Welfare 2 9 0 11 

Medicine and Diagnostics 19 20 2 41 

Nursing and Caring 559 289 13 861 

Dental Studies 0 0 0 0 

Therapy, Rehabilitation and Counseling 0 449 3 452 

Pharmacy 0 0 0 0 

Services 0 1,150 0 1,150 

Combined 0 0 54 54 

Totals 3,068 4,809 629 8,506 

32

Table 3.8 Part-Time Undergraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 




Education science 568 559 


3000 

2500 

2000 

Social Science, Business and Law 1,778 1,680 

Science 518 391 

Engineering, Manufacturing and Construction 261 256 



Services 1,150 1,135 


Totals 8,506 8,742 

Red cells indicate a decline in new entrants from the previous year while green indicates an 

increase. 

Nearly all disciplines, with the exception Humanities and Arts, show increases in 

undergraduate enrolments in 2006/2007, reversing the declines over the previous year 

Figure 3.5 Part-Time Undergraduate Enrolments 06/07 by Gender and Field of Study for 



1500 

1000 

Male 

Female 

Total 

500 

0 









Science 

Services 




Science 



Agriculture 


Combined 



Agriculture 

Services 

Combined 

33

Section 4/ POSTGRADUATE ENROLMENT DATA 

KEY POINTS 


SECTION FOUR / POSTGRADUATE ENROLMMENT DATA 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

34

Table 4.1 Postgraduate Enrolments 06/07 by Gender and Level for Universities, Colleges of 


Full-time Postgraduate Male Female All All 2005/2006 

PhD 2,409 2,130 4,539 4,151 

Masters Degree 3,624 4,298 7,922 7,869 

Postgrad Diploma and Cert 1,061 2,683 3,744 3,655 

Occasional 8 11 19 13 


Part-time Postgraduate 

PhD 295 322 617 632 

Masters Degree 1,947 2,269 4,216 4,121 

Postgrad Diploma and Cert 1,116 1,909 3,025 2,795 

Occasional 16 76 92 25 

Total Part-time 3,374 4,576 7,950 7,573 

Overall Postgraduate Total 10,476 13,698 24,174 23,261 


increase. 

Postgraduate enrolment overall increased by 8.3% from the previous year compared to 

4% between 2004/2005 and 2005/2006 

Full-time enrolment increased by 3.4% while part-time enrolment increased by 4.9% 

The greatest increases oc curred at PhD level with a 9.3% increase in full-time 

enrolments over the year 


Figure 4.1 % Male/Female Postgraduate Enrolments 06/07 for Universities, Colleges of 


Male 

43% 

Female 

57% 

 

As with undergraduate enrolments females outnumber males 

35

Table 4.2 Research Postgraduate Enrolments 06/07 by Gender and Level for Universities, 


Full-time Research Postgraduate Male Female All 

PhD 2,409 2,130 4,539 

Masters Degree Research 1,117 1,038 2,155 

Total Full-time 3,526 3,168 6,694 

Part-time Research Postgraduate 

PhD 295 322 617 


Masters Degree Research 273 356 629 

Total Part-time 568 678 1,246 

Overall Research Postgraduate 4,094 3,846 7,940 

Table 4.3 Research Postgraduate Enrolment Trends 02/03 – 06/07 for Universities, Colleges 

of Education, NCAD & RCSI 

% change 

Full-time 

Research Postgraduate 02/03 03/04 04/05 05/06 06/07 

02/03 – 

06/07 

PhD 3,173 3,625 3,998 4,151 4,539 43.0 

Masters Degree Research 2,297 2,629 2,203 2,177 2,155 -6.2 

Total Full-time 5,470 6,254 6,201 6,328 6,694 22.3 

Part-time 

Research Postgraduate 

PhD 489 505 576 632 617 26.2 

Masters Degree Research 396 444 370 511 629 58.8 

Total Part-time 885 949 946 1,143 1,246 40.8 

Overall Research 

Postgraduate 6,355 7,203 7,147 7,471 7,940 24.9 

 

Overall enrolment on research programmes increased by 6.2% from 2005/2006 

 

Overall Masters research enrolments have increased by 3.4%, full-time enrolments 

however declined very slightly in the same time period 

36

Table 4.4 Full-Time Postgraduate Enrolments 06/07 by Level and Field of Study for 



PhD 

(Level 10) 

Masters 

(Level 9) 

Postgrad 

Cert/ 

Diploma 

Occasional 


Total 

06/07 

General Programmes 0 0 0 10 10 

Education Science 70 203 1,718 0 1,991 

Humanities and Arts 891 1,823 170 1 2,885 

Social Science, Business and Law 

including; 686 2,778 755 3 4,222 

Combined Social Sciences, 

Business and Law 422 970 213 3 1,608 

Journalism and Information 2 81 17 0 100 

Business and Administration 170 1,095 520 0 1,785 

Law 92 632 5 0 729 

Science 1,828 1,299 232 0 3,359 

Combined Science, Mathematics 

and Computing 293 85 0 0 378 

Life Sciences 618 363 16 0 997 

Physical Sciences 478 262 23 0 763 

Mathematics and Statistics 84 84 105 0 273 

Computer Science & Use 355 505 88 0 948 

Engineering, Manufacturing and 

Construction 596 700 68 0 1,364 

Combined Engineering 302 214 19 0 535 

Mechanics and Metal work 37 46 0 0 83 

Electricity and Energy 145 163 17 0 325 

Process Engineering 60 111 27 0 198 

Architecture, Town Planning & 

Civil Engineering 52 166 5 0 223 

Agriculture 91 94 2 0 187 

Agriculture (& sub-disciplines) 64 71 2 0 137 

Veterinary 27 23 0 0 50 

Health and Welfare 342 917 758 5 2,022 

Combined Health and Welfare 29 162 32 0 223 

Medicine and Diagnostics 223 132 11 0 366 

Nursing and Caring 15 89 572 0 676 

Dental Studies 11 34 0 4 49 

Therapy and Rehabilitation and 

Counselling 38 463 143 1 645 

Pharmacy 26 37 0 0 63 

Services 26 106 41 0 173 

Combined 9 2 0 0 11 


Totals 4,539 7,922 3,744 19 16,224 

37

Table 4.5 Full-Time Postgraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 





Education Science 1,991 1,987 



Science 3,359 3,336 





Combined 11 0 

Totals 16,224 15,688 

Red cells indicate a decline in enrolments from the previous year while green indicates an increase. 

Humanities and Arts courses show a 9.8% increase in enrolments from 2005/2006 to 

2006/2007 

Health and Welfare courses also record an increase of 8% in enrolments over the same period 

40% of PhD enrolments are in the Sciences, 35% of Masters enrolments are in Social Science, 

Business and Law disciplines and 46% of Postgraduate Diplomas are in Education 

Figure 4.2 Full-Time Postgraduate Enrolments 06/07 by Gender and Field of Study for 


5000 

4000 

3000 

2000 

1000 

Male 

Female 

Total 

0 



Science 






Agriculture 

Services 

Combined 


38

Table 4.6 Postgraduate Enrolments 06/07 by Gender and Level for Institutes of Technology & 


Full-time Postgraduate Male Female All All 2005/2006 

PhD 56 44 100 78 

Masters Degree 695 707 1,402 1,007 

Postgrad Diploma and Cert 34 29 63 240 

Total Full-time Postgraduate 785 780 1,565 1,325 


 

PhD and Masters Degree enrolments have increased by 28% and 39% respectively between 

2005/2006 and 2006/2007 

 

 

Enrolments on Postgraduate Certificate/Diploma courses declined by over 70% in 

the same time frame. This is due to a decline in the number of courses offered with a 

preference being shown for Masters Degree courses 

The gender balance at postgraduate level is virtually 50:50 

Table 4.7 Full-Time Postgraduate Enrolments 06/07 by Level and Field of Study for Institutes of 



PhD 

(Level 10) 

Masters 

(Level 9) 

Postgraduate 

Diploma 


Humanities and Arts 5 147 0 152 

Social Sciences, Business and Law 10 632 31 673 

Social and behavioural science 2 33 0 35 

Journalism and information 0 17 0 17 

Business and administration 8 467 31 506 

Law 0 115 0 115 

Science 58 337 2 397 

Life sciences 27 121 2 150 

Physical sciences 17 59 0 76 

Mathematics and statistics 0 0 0 0 

Computing 14 157 0 171 

Eng. Manu. & Cons. 20 153 0 173 

Eng. & Eng. Trades 16 83 0 99 

Manufacturing and processing 4 43 0 47 

Architecture and building 0 27 0 27 


Health and welfare 2 12 0 14 

Health 2 1 0 3 

Social services 0 11 0 11 

Services 5 106 0 111 

Combined 0 0 0 0 


06/07 


Overall Totals 100 1,402 63 1,565 


39

Social Sciences, Business & Law is the most popular discipline for postgraduate study, 

particularly at the Masters Degree level. The most popular PhD discipline is Science 

with over half of all PhD enrolments in that discipline 

 

Computer Science is the most popular Science discipline at Masters Degree level (as it 

was for undergraduate IoT enrolments) 

 

The decline in Postgraduate Certificate/Diploma courses is mainly in the discipline 

area Law. From the data it appears that the majority of these courses are now being 

classified as Masters Degree courses 


Table 4.8 Full-Time Postgraduate Enrolments 06/07 Vs 05/06 for Institutes of Technology & 



Education Science 45 27 

Humanities and Arts 152 134 

Social Science, Business and Law 673 639 


Engineering, Manufacturing and 

Construction 173 176 

Health and Welfare 14 1 


Combined 0 30 

Totals 1,565 1,325 


increase. 

 

Increases in postgraduate enrolments came largely from the Science disciplines which 

increased by 90% between 2005/2006 and 2006/2007 

40

Table 4.9 Part-Time Postgraduate Enrolments 06/07 by Level and Field of Study for 




PhD 

(Level 10) 

Masters 

(Level 9) 

Postgrad 

Cert/ 

Diploma 

Oc casional 


Total 

06/07 

General Programmes 0 49 0 8 57 

Education Science 123 669 381 1 1174 

Humanities and Arts 98 268 118 0 484 

Social Science, Business and 

Law including; 136 1,496 537 4 2173 


Business and Law 58 363 77 4 502 

Journalism and Information 1 7 0 0 8 

Business and Administration 59 1,027 356 0 1442 

Law 18 99 104 0 221 

Science 86 525 210 0 821 


Mathematics and Computing 11 2 1 0 14 

Life Sciences 12 123 0 0 135 

Physical Sciences 15 38 29 0 82 

Mathematics and Statistics 21 11 45 0 77 

Computer Science & Use 27 351 135 0 513 


and Construction 58 262 332 1 653 

Combined Engineering 24 61 51 0 136 

Mechanics and Metal work 0 0 0 0 0 

Electricity and Energy 20 88 26 0 134 

Process Engineering 6 34 2 0 42 


& Civil Engineering 8 79 253 1 341 

Agriculture 4 4 0 0 8 

Agriculture (& sub-disciplines) 4 3 0 0 7 

Veterinary 0 1 0 0 1 

Health and Welfare 102 885 1,307 75 2369 

Combined Health and Welfare 4 160 161 0 325 

Medicine and Diagnostics 55 204 49 0 308 

Nursing and Caring 20 266 736 61 1083 

Dental Studies 1 11 22 0 34 

Therapy and Rehabilitation 

and Counselling 21 154 275 14 464 

Pharmacy 1 90 64 0 155 

Services 3 57 140 0 200 

Combined 7 1 0 3 11 

Totals 617 4,216 3,025 92 7,950 


41

Table 4.10 Part-Time Postgraduate Enrolments 06/07 Vs 05/06 for Universities, Colleges of 



2500 

2000 

1500 



Education Science 1,174 758 

Humanities and Arts 484 444 



Engineering, Manufacturing and Construction 653 698 




Combined 11 0 

Totals 7,950 7,573 


increase. 

Education Science enrolments show a significant increase of 55% over 2005/06 

Enrolments on Part Time Postgraduate courses increased in the Humanities and Arts, 

Social Science, Business and Law and Services disciplines in 2006/2007 

Slight decreases were noted in Science, Engineering, Manufacturing and Construction, 

Agriculture and Health and Welfare disciplines 

Figure 4.3 Part-Time Postgraduate Enrolments 06/07 by Gender and Field of Study for 


1000 

Male 

Female 

Total 

500 

0 





Science 




Services 


Combined 

Agriculture 

42

Section 5/ GRADUATE DATA 

KEY POINTS 


 

 

 

 

 

 

 

 

Institutes of Technology & Dublin Institute of Technology (IoTs), 

Private and Other Institutions 

 

 

 

 

 

SECTION THREE / UNDERGRADUATE SECTION SECTION FIVE / ONE GRADUATE ENROLMMENT / OVERVIEW DATA DATA 

43

Table 5.1 Graduates 2006 by Gender, level and Field of Study for Universities, Colleges of 




Undergraduate 

Postgraduate 

Cert/Dip 

Hons Bachelor 

Degree (Level 8) Cert/Dip 

Masters 

(Level 9) 

PhD 

(Level 10) 

Total Total Total Total Total 

M F M F M F M F M F 

General Programmes 38 62 0 0 0 0 0 0 0 0 

SECTION FIVE / GRADUATE DATA 

Education 26 53 258 1085 396 1304 117 329 10 18 

Humanities and Arts 160 341 1484 3057 44 91 464 695 57 65 

Social Sciences Business 

and Law including; 149 288 1828 2438 470 579 1309 1459 46 60 


Business and Law 34 158 456 827 57 119 306 466 21 45 

Journalism and Information 0 0 4 15 10 39 20 41 0 0 

Business and 

Administration 100 116 1150 1201 327 366 791 605 15 12 

Law 15 14 218 395 76 55 192 347 10 3 

Science 64 62 1282 1174 176 156 520 269 212 168 


Mathematics & Computing 18 16 373 522 0 0 24 18 19 23 

Life Sciences 19 29 141 311 8 14 25 70 56 84 

Physical Sciences 7 12 188 180 10 9 43 47 74 41 

Mathematics and Statistics 0 0 114 54 40 63 46 29 13 6 

Computer Science & Use 20 5 466 107 118 70 382 105 50 14 


and Construction 23 11 925 280 83 43 296 118 107 37 

Combined Engineering 5 0 254 56 26 16 64 11 37 11 

Mechanics and Metal work 0 0 76 18 0 0 10 0 5 1 

Electricity and Energy 0 0 212 34 17 0 99 22 46 12 

Process Engineering 13 0 161 77 12 8 40 32 12 10 


& Civil Engineering 5 11 222 95 28 19 83 53 7 3 

Agriculture 1 25 121 117 0 1 23 15 9 14 

Agriculture (& sub-disciplines) 1 9 101 72 0 1 20 13 7 8 

Veterinary 0 16 20 45 0 0 3 2 2 6 

Health and Welfare 167 305 552 2304 182 1108 152 587 46 60 

Combined Health and 

Welfare 96 28 11 44 16 71 17 54 0 2 

Medicine and Diagnostics 5 2 287 358 42 43 55 94 41 50 

Nursing and Caring 5 77 121 1357 61 776 18 129 3 0 

Dental Studies 1 36 28 45 0 1 1 4 0 4 

Therapy and Rehabilitation 

and Counselling 56 129 69 411 55 201 46 282 1 2 

Pharmacy 4 33 36 89 8 16 15 24 1 2 

Services 598 237 8 11 62 40 43 51 6 4 

Combined 0 0 0 0 0 0 0 0 0 0 

Totals 1226 1384 6458 10466 1413 3322 2924 3523 493 426 

Figures relating to Postgraduate Diplomas for RCSI are not included above 

44

Between them Humanities and Arts and Social Sciences, Business and Law graduates 

constituted 52.5% of all Honours Bachelor Degree graduates in 2006 

 

Science graduates constituted 15% of all Honours Bachelor Degree graduates while 

Engineering, Manufacturing and Construction graduates constituted 7% of all Honours 

Bachelor Degree graduates 

 

Female graduates outnumber males 4:1 in Health and Welfare disciplines and 4:1 in 

Education disciplines 

 

PhDs are the only level of graduates that have a greater proportion of males 

5000 

4000 

3000 

2000 

1000 

Figure 5.1 Full-Time Hons Bachelor Degree (Level 8) Graduates 2006 by Gender and Field of 

Study for Universities, Colleges of Education, NCAD & RCSI 

Male 

Female 

Total 


0 





Science 

Engineering, 


Agriculture 


Services 

45

Figure 5.2 Part-Time Hons Bachelor Degree (Level 8) Graduates 2006 by Gender and Field of 

Study for Universities, Colleges of Education, NCAD & RCSI 

800 

700 

600 

500 

400 

300 

200 

Male 

Female 

Total 


100 

0 





Science 




Table 5.2 % Breakdown of Honours Bachelor Degree (Level 8) Awards by Level of Award and 

Gender for Universities, Colleges of Education, NCAD & RCSI 

M F T 

1st Class Honours 41% 59% 100% 

2nd Class Honours (Grade 1) 36% 64% 100% 

2nd Class Honours (Grade 2) 40% 60% 100% 

Other Honours & Unclassified 20% 80% 100% 

Pass 37% 63% 100% 

 

st 

Compared to 2005 graduates males received less 1 class honours, 41% compared to 

44%. However their performance at 2 nd class honours (grade 1 + 2) remained constant 

 

Overall 90% of female and 88% of male graduates received an honour in 2006 

46

Table 5.3 % Breakdown of Honours Bachelor Degree (Level 8) Awards by Level of Award and 

Discipline for Universities, Colleges of Education, NCAD & RCSI 

Field of Study by Selected 1h1 2h1 2h2 

Other Hons 

and 

Unclassified Pass Total 

ISCED 

T T T T T T 

Education 7.5% 38.6% 34.6% 4.4% 14.8% 100.0% 

Humanities and Arts 8.9% 39.1% 22.0% 27.4% 2.6% 100.0% 

Social Sciences Business 

and Law 13.9% 48.5% 22.3% 13.7% 1.6% 100.0% 

Social Sciences 13.2% 44.3% 18.2% 22.1% 2.2% 100.0% 

Journalism & Information 31.6% 42.1% 26.3% 0.0% 0.0% 100.0% 

Business & Administration 13.5% 46.7% 26.9% 11.2% 1.7% 100.0% 

Law 16.2% 64.6% 13.2% 5.7% 0.3% 100.0% 

Science 22.6% 38.5% 21.3% 10.7% 6.9% 100.0% 


Mathematics & Computing 15.9% 40.8% 20.6% 10.1% 12.7% 100.0% 

Life Science 30.5% 45.8% 18.1% 5.3% 0.2% 100.0% 

Physical Sciences 22.8% 35.3% 26.9% 8.2% 6.8% 100.0% 

Maths and Statistics 53.6% 17.3% 13.7% 14.9% 0.6% 100.0% 

Computer Science & Use 17.8% 37.3% 23.4% 16.6% 4.9% 100.0% 


and Construction 24.6% 34.3% 28.7% 8.4% 4.1% 100.0% 

Combined Engineering 19.7% 29.7% 37.1% 12.3% 1.3% 100.0% 

Mechanics and metal work 26.6% 29.8% 31.9% 0.0% 11.7% 100.0% 

Electricity and energy 30.1% 29.3% 25.6% 9.3% 5.7% 100.0% 

Process Engineering 22.3% 35.7% 26.1% 12.6% 3.4% 100.0% 


& Civil Engineering 26.2% 42.9% 24.0% 3.2% 3.8% 100.0% 

Agriculture 11.8% 38.2% 36.1% 3.4% 10.5% 100.0% 

Agriculture (& sub-disciplines) 11.0% 38.7% 34.7% 4.6% 11.0% 100.0% 

Veterinary 13.8% 36.9% 40.0% 0.0% 9.2% 100.0% 

Health and Welfare 8.7% 26.3% 18.9% 21.4% 24.8% 100.0% 

Combined Health & Welfare 18.2% 25.5% 20.0% 21.8% 14.5% 100.0% 

Medicine & Diagnostics 3.9% 0.2% 0.0% 47.8% 48.2% 100.0% 

Nursing and caring 6.5% 24.1% 28.4% 16.7% 24.3% 100.0% 

Dental Studies 2.7% 0.0% 0.0% 56.2% 41.1% 100.0% 

Therapy and Rehabilitation 16.9% 64.4% 18.3% 0.4% 0.0% 100.0% 

Pharmacy 27.2% 56.0% 16.0% 0.8% 0.0% 100.0% 

Services 26.3% 52.6% 10.5% 0.0% 10.5% 100.0% 

Combined 


Total 12.6% 35.5% 21.1% 15.1% 15.6% 100.0% 

47

Table 5.4 Graduates 2006 by Gender, Level and Field of Study for Institutes of Technology & 

Dublin Institute of Technology (IoTs), Private and Other Institutions 

Level 6 Level 7 Level 8 Level 9 Level 10 



Total Total Total Total Total 

M F M F M F M F M F 

Education (ISC 14) 0 0 1 48 0 18 16 24 0 0 

Humanities and 

Arts 83 279 387 890 271 850 70 112 5 3 

Social sciences, 

business and law 992 1503 1127 1979 1554 2338 310 313 2 4 

Science 493 302 807 501 799 650 138 103 13 17 


Engineering, 

manufacturing & 

construction 1548 140 1894 188 1135 165 107 36 8 3 

Agriculture 0 0 0 0 0 0 0 0 0 0 

Health and 

welfare 6 27 2 49 80 859 0 4 0 0 

Services 29 37 29 65 76 103 8 21 1 1 

Not known or 

unspecified 0 0 0 0 0 0 0 0 0 0 

TOTAL 3151 2288 4247 3720 3915 4983 649 613 29 28 


 

In line with IoT enrolment trends, graduate output at Level 6 and 7 has been 

decreasing, while output at Level 8 is up almost 20% since 2005 

 

Female IoT graduates outnumber males in all fields but Science (59% male) and 

Engineering (90% male); overall, 51% of IoT graduates are male. 

 

While the overall cohort remains small, just over 50% of Level 10 graduates are in the 

Science field, down from almost 75% in 2005 

NOTE: 

Table 5.4 in the previous (05/06) edition of Higher Education: Key Facts and Figures should 

not be directly compared with the above; more rigorous categorisation of courses based on 

course content from 2006 has caused some transfer between disciplines. Overall output by 

level & gender remains comparable. 

48

INTERNATIONAL PERSPECTIVE 

This section contains a comparative perspective of graduate output in 

selected OECD countries. 

Figure 5.3 Percentage of Tertiary Type B Graduates to the Population at Typical Age of 

Graduation 2005 for selected OECD Countries 

30 

25 

20 

15 

10 

5 

0 

Italy 

Poland 

Norway 

Slovak Republic 

Hungary 

Iceland 

Sweden 

Czech Republic 

Austria 

Denmark 

United States 

Germany 

Spain 

United kingdom 

Ireland 

Japan 


Source: Education at a Glance 2007, OECD 

Tertiary Type B graduates correspond to Higher Certificate, University Certificate, Ordinary 

Degree and University Diploma graduates. 

 

The mean for selected OECD countries is just over 9%. At 24%, graduation rates from 

tertiary type B programmes in Ireland are notably higher than in other selected OECD 

countries. While this difference is considerable, it is important to note that Tertiary 

Type B programmes may differ in length in different countries and in turn impact on 

the participation and graduation rates. 

49

Figure 5.4 Percentage of Tertiary Type A Graduates to the Population at Typical Age of 

Graduation 2005 for selected OECD Countries 

60 

50 

40 

30 

20 


10 

0 

Austria 

Germany 

Czech Republic 

Slovak Republic 

Spain 

United States 

Hungary 

Japan 


Sweden 

United Kingdom 

Italy 

Norway 


Denmark 

Iceland 

Source: Education at a Glance 2007, OECD 

Tertiary Type A graduates correspond to Honours Bachelor Degree and Masters graduates. 

Iceland produces the highest output of graduates for tertiary type A education at 56% 

of the population at typical age of graduation. 

 

The graduation rates of the population at the typical age of graduation in Ireland for 

tertiary type A education are just above the mean rate (36.1%) for the selected OECD 

countries. 

50

Figure 5.5 Number of PhD Graduates in Selected OECD Countries by Gender 2004 

50000 

40000 

30000 

20000 

Male 

Female 

10000 

0 


Norway 


Italy 

Spain 

United Kingdom 

Germany 

United States 

European Union 25 

Source: EUROSTAT 2006 

Male graduates still outnumber female graduates at this level 

The figures for EU twenty five show that 57% of graduates were male while 43% were 

female. This demonstrates that PhD graduation rates for females in Ireland (46%) rate 

slightly higher than the EU average 

Japan 


51

Section 6: STUDENT DETAILS 

KEY POINTS 


SECTION SIX / STUDENT DETAILS 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

52

Table 6.1 Age Distribution of Full-Time Enrolments 06/07 for Universities, Colleges of 


2006/2007 2005/2006 

AGE M F Total Total 

17 and under 591 916 1,507 1,581 

18 3,717 5,623 9,340 9,432 

19 5,801 8,931 14,732 14,415 

20 5,993 9,296 15,289 14,647 

21 5,028 7,193 12,221 12,083 

22 3,316 4,123 7,439 7,585 

23 1,925 2,373 4,298 4,364 

24 1,400 1,784 3,184 3,098 

25-29 3,992 4,974 8,966 8,486 

30 and over 3,115 4,152 7,267 6,757 

Age Unknown 10 10 20 74 

Total 34,888 49,375 84,263 82,522 


increase. 

Figure 6.1 % Age Distribution of Full-Time Enrolments 02/03 vs 06/07 for Universities, 



18000 

16000 

14000 

12000 

10000 

8000 

6000 

4000 

2000 

0 

17 18 19 20 21 22 23 24 25-29 30 Age 

and under and over Unknown 

2002/2003 2006/2007 

53

Table 6.2 Age Distribution of Full-time Undergraduate New Entrants 06/07 for Universities, 


2006/2007 2005/2006 

AGE 

Male Female Total Total 


18 3,187 4,713 7,900 7,882 

19 2,483 3,492 5,975 5,504 

20 554 830 1,384 1,002 

21 213 269 482 258 

22 81 108 189 162 

23 45 80 125 101 


24 161 202 363 307 

25-29 338 410 748 656 

30 and over 289 466 755 625 

Age Unknown 0 1 1 39 

Total 7,937 11,482 19,419 18,113 


The number of mature (23+) full-time new entrants increased from 1,689 in 2005/2006 

to 1,991 in 2006/2007, an increase of 18%. However the overall proportion of full-time 

undergraduate new entrants that are 23+ showed a more moderate increase of 9.3% to 10.3% 



9000 

8000 

7000 

6000 

5000 

4000 

3000 

2000 

1000 

0 

17 18 19 20 21 22 23 24 25-29 30 Age 

and under and over Unknown 

2002/2003 2006/2007 

 

Since the 2002/2003 academic year the age profile of new entrants has changed. There are 

now slightly less 17-23 year olds and more 24 to 30+ year olds 

54

Figure 6.3 Domiciliary of Origin of Full-time Students in Ireland by Province for Universities, 


Unknown 

Ulster 

0.2% 

5.2% 

Connacht 

14.2% 

Leinster 

47.8% 

Munster 

32.6% 

* Ulster includes all 9 counties. 

Table 6.3 Full-Time Undergraduate Enrolments by Origin and College of Study: Irish 

Domiciled Students for Universities, Colleges of Education, NCAD & RCSI 

Province UCD UCC NUIG TCD NUIM DCU SPD UL NCAD MIC RCSI MDEI 


Connaught 6.4 1.8 59.8 6.5 8.0 6.5 13.2 11.3 7.4 14.2 13.6 13.2 

Leinster 78.3 7.2 15.9 77.5 79.7 80.5 66.6 16.2 77.3 6.0 63.5 69.1 

Munster 8.9 90.7 16.3 8.3 4.4 6.2 5.5 71.0 8.2 79.6 17.7 9.0 

Ulster 6.0 0.3 7.7 7.7 7.9 6.8 12.5 1.5 6.9 0.3 5.2 8.7 

Unspecified 0.4 0 0.3 0 0 0 2.2 0 0 0 0 0 

Total 100 100 100 100 100 100 100 100 100 100 100 100 

 

The proportion of Irish domiciled students from Dublin increased in all institutions. 

In particular in DCU where 69.1% of Irish domiciled students were from Dublin in 

2005/2006 compared to 80.5% in 2006/2007 

 

The proportion of students from Munster studying at UCC increased from 82.6% in 

2005/2006 to 90.7% in 2006/2007 

55

Table 6.4 Domiciliary Origin of all Full-time Enrolments 06/07 for Universities, Colleges of 


Country of Origin M F Total 06/07 Total 05/06 

Ireland 30,548 44,227 74,775 73,960 

Other Europe (EU) 1,260 1,494 2,754 2,550 

Europe (Non EU) 153 197 350 334 

Africa 275 165 440 452 

America North 1,069 1,845 2,914 2,420 

America South 25 16 41 32 

Asia 1,450 1,325 2,775 2,627 


Oceania 36 30 66 65 

Unknown 27 46 73 58 

Other 45 30 75 24 

Total 34,888 49,375 84,263 82,522 


88.7% of full-time students are Irish. This number has declined from 90.0% in 2002/2003. 

Figure 6.4 Non-Irish Domiciled Students by Region of Domicile, 06/07 for Universities, Colleges of 


Europe (Non EU) 

4% 

Oceania 

1% 

Africa 

5% 

America North 

31% 

Asia 

29% 

Other Europe (EU) 

29% 

Total = 9,488 

 

 

The proportion of students from North America increased to 31% in 2006/2007 from 28% in 

2005/2006 

The greatest proportion of overseas students enrolled in universities et al on full-time 

courses in 2006/2007 were from North America (31%). In 2005/2006 the majority of 

international students in universities et al were from Asia (31%) 

56

Table 6.5 Age Distribution of Full-Time Enrolments 06/07 for Institutes of Technology & 


2006/2007 2005/2006 

AGE Total Total 

17 and under 1,363 1,564 

18 6,845 7,449 

19 10,263 10,263 

20 9,695 9,563 

21 7,879 8,008 

22 5,233 5,185 

23 2,761 2,813 

24 1,777 1,682 

25-29 3,781 3,394 

30 and over 3,290 2,921 

Total 52,887 52,842 


increase. 

The data shows that the number of 17-18 year olds in the system is in decline. Overall the 

number declined by 9% between 2005/2006 and 2006/2007 and the proportion of 17-18 

year olds of full-time enrolments declined from 17.6% to 15.5% in the same time period 

The number of 22-30+ students increased however by 5%. This may in part be due to the 

increasing numbers studying at postgraduate level 


12000 

Figure 6.5 % Age Distribution of Full-Time Enrolments 02/03 vs 06/07 for Institutes of 


11000 

10000 

9000 

8000 

7000 

6000 

5000 

4000 

3000 

2000 

1000 

0 

17 18 19 20 21 22 23 24 25-29 30 

and under 

and over 

2002/2003 2006/2007 

57

Table 6.6 Age distribution of Full-time Undergraduate New Entrants 06/07 for Institutes of 


AGE 

2006/2007 2005/2006 

Male Female Total Total 


18 3,098 2,630 5,728 6,206 

19 2,548 2,210 4,758 4,586 

20 766 746 1,512 1,383 

21 294 274 568 559 

22 163 146 309 347 

23 109 78 187 238 

24 163 152 315 290 


25-29 396 365 761 592 

30 and over 378 493 871 750 

TOTALS 8,612 7,746 16,358 16,502 


The proportion of full-time undergraduate new entrants aged 17-19 was 43% in 2006/2007 

down from 47% the previous year. Whereas the number of new entrants between 19 and 21 

increased from 40% in 2005/2006 to 42% in 2006/2007 

The proportion of mature (23+) full-time undergraduate new entrants increased from 11% in 

2005/2006 to 13% in 2006/2007 



7000 

6000 

5000 

4000 

3000 

2000 

1000 

0 

17 18 19 20 21 22 23 24 25-29 30 



2002/2003 2006/2007 

 

The data shows that the number of undergraduate full-time new entrants under 19 

declined in between 2002/2003 and 2006/2007 while the number of mature 23+ new 

entrants increased in the same timeframe 

58

Figure 6.7 % Age Distribution of Undergraduate Full-Time New Entrants: Institutes of 

Technology & Dublin Institute of Technology (IoTs) vs. Universities, Colleges of Education, 

NCAD & RCSI 

45 

40 

35 

30 

25 

20 

15 

10 

5 

0 

17 18 19 20 21 22 23 24 25-29 30 



 

Universities et al 

The age profile of new entrants to both sectors is broadly similar, though the HEA 

institutions have a higher proportion of younger new entrants (students aged 18 & 19) 

Figure 6.8 Domiciliary of Origin of Full-time Students in Ireland by Province for Institutes of 


IoTs 


Ulster 

7.8% 

Connacht 

16.7% 

Munster 

28.5% 

Leinster 

47% 

* Ulster includes all 9 counties. 

59

Table 6.7 Domiciliary Origin of all Full-time Enrolments 06/07 for Institutes of Technology & 


Country of Origin M F Total 06/07 

Ireland 26,022 24,419 50,441 

Other Europe (EU) 864 901 1,765 

Europe (Non EU) 20 38 58 

Africa 71 59 130 

America 32 37 69 

Asia 235 168 403 

Australasia 2 7 9 


Unknown 8 4 12 

Total 27,254 25,633 52,887 

Figure 6.9 Non-Irish Domiciled Students by Region of Domicile 06/07 for Institutes of 


America 

2.8% 

Asia 

16.6% 

Australasia 

0.4% 

Other Europe (EU) 

72.5% 

Africa 

5.3% 

Europe (Non EU) 

2.4% 

Total = 2,446 Students 

 

Only 4.6% of students attending IoTs were from outside the Republic of Ireland, in 

comparison to 7.9% of university et al enrolments 

 

The vast majority (72.5%) of these overseas students came from within the EU, though 

students from Asia make up the bulk (16.6%) of the remainder 

60

Section 7/ FURTHER EDUCATION AND TRAINING 

SECTION THREE SEVEN / UNDERGRADUATE FURTHER SECTION EDUCATION ONE ENROLMMENT / AND OVERVIEW TRAINING DATA 

61

This section provides an introduction to the supply of skills emerging from further education 

and training via the Institutes of Technology. The Institutes provide the education element 

of a number of Fáilte Ireland and FÁS apprenticeships. Since the Institutes of Technology Act, 

2006, designated the Institutes of Technology under the 1971 Higher Education Authority Act, 

the HEA will collect & publish annual statistical returns from the Institutes of Technology 

with effect from the 2007/08 academic year 1 . This section provides an introduction to 

apprenticeship provision in the Institutes of Technology, in advance of the first HEA data 

collection that directly includes apprenticeship data. 

There are three bodies associated with Institute of Technology provision of apprenticeships, in 

addition to the HEA’s funding & reporting role: 

SECTION SEVEN / FURTHER EDUCATION AND TRAINING 

The Further Education and Training Awards Council is the national awarding body for 

further education and training in Ireland. 

 

FÁS has statutory responsibility for the regulation of craft apprenticeships. Completing 

a FÁS Apprenticeship is the recognised means by which people are trained to become 

craftspeople in Ireland. 

Fáilte Ireland is the state’s tourism development authority and among other roles 

provides training and training support for those wishing to be employed in the tourism 

industry. 

FÁS Apprenticeships 2 

Pre-specified standards for each craft are determined and agreed by FÁS and industry and 

are used to build the curriculum for each apprenticeship programme. Apprenticeships are 

aimed at developing the skills of the apprentice to meet the needs and demands of industry 

and the labour market. The minimum entry standard for apprenticeship recruitment is the 

Junior Certificate, but FÁS estimates that about 63% of registered apprentices hold a Leaving 

Certificate qualification. The awards discussed in this subsection are placed, as a set, at level 

6 in the National Framework of Qualifications* (there are level 7 outcomes associated with 

awards in the set). 

Programmes combine workplace, classroom and laboratory learning and are educational and 

training programmes for employed people. The Institutes of Technology (plus two colleges of 

further education) are providers for the Off-the-Job Phases 4 and 6 of the programme. 

FÁS undertook a complete review of apprentice curricula during the last 5 years. The 

new curricula are now being introduced in all trades on a phased basis, and will ensure 

that apprentices are fully prepared for modern technologies. In 2007, the Department of 

Education and Science funded a total upgrade of apprentice workshops and laboratories in 

Institutes of Technology in preparation for the new curriculum. 

It is FÁS policy to increase the number of trade specialisations where this is required by 

industry. In 2007 new trades of Electronic Security Systems Installer and of Industrial 

Insulator were introduced following consultation with the appropriate industries. 

Registration of apprentices takes place continuously over the year. Employers who wish 

62

to recruit an apprentice must seek FÁS approval and the apprenticeship commences on 

registration of that apprentice with FAS by the employer. 

Apprentices are released by employers to attend Institutes of Technology for Phases 4 and 6 

of their apprenticeship. These releases normally take place in the apprentice’s second and 

third year of apprenticeship. The Institutes (and two Colleges of Further Education) provided 

11,336 places on these courses in 2007. 

On successful completion of an apprenticeship, a FETAC Level 6 advanced certificate is 

awarded; this is recognised nationally as the requirement for craftsperson status and has 

international status. 

The largest absolute increase in employment was in craft related occupations for the 1998 to 

2007 period, demonstrating their importance to the economy 3 . 

9000 

8000 

7000 

6000 

5000 

4000 

3000 

2000 

1000 

0 

Fig 7.1 Apprenticeship Annual Recruitment by FAS Trade Family 

2000 20001 20002 20003 2004 2005 2006 2007 

Construction Family Motor Family 

Print Media Family 

Electrical Family 

Engineering Family Total Recruitment in Year 

Source: Skills Initiative Unit analysis of FÁS Recruitment figures 


 

 

 

There was an increase in total recruitment from 1,857 apprentices in 1995 to 8,290 in 

2006 reflecting the strong growth in the construction sector over that time period. It 

is clear also from the above graph that total recruitment is sensitive to the economic 

climate from year to year, as the recruitment needs of employers changed due to the 

slowdowns in construction in 2001/2 and 2007. 

While there was little change in total apprenticeship recruitments between 2004, 2005 

and 2006 there was an 18% decline between 2006 and 2007, which corresponds to 1527 

fewer registrations. 

The Construction Family of apprenticeships cover the many individual trades 

associated with the construction industry and they show the largest decreases in the 

06-07 period at 31% or 1409 apprentices less. 

63


No shortages are expected in the construction oc cupations as the demand for 

construction craft personnel will decline as residential activity slows. 

The Electrical Family of trades has shown substantial growth and has maintained 

recruitment at historically high levels through 2006 and 2007, although there is a 

softening of recruitment in the latter half of 2007. 

Recruitment into the Engineering Family of trades has stabilised since 2005. Within 

this family, Fitting apprentice registrations have shown a 19% increase between 2006 

and 2007 to 203 recruits. On the other hand the precision manufacturing trade of tool 

making has reduced from registrations in excess of 100 per annum between 1996 and 

2001 to a low of 15 registrations in 2007. 

The Motor Family of trades after a decline in the first half of the decade shows minimal 

change across the period 2005 to 2007 

The Printing and Paper trades declined as technology changed, but introduction of a 

new curriculum has resulted in a substantial increase during 2007. 

Fáilte Ireland Courses 

Fáilte Ireland courses are designed to develop skills in areas such as tourism, hospitality, bar 

& restaurant operation and professional cookery. 

Qualifications obtained through craft programmes are awarded by the Further Education 

and Training Awards Council (FETAC) and are at the levels FETAC level 5 Certificate or 

FETAC Level 6 Advanced Certificate. Fáilte Ireland professional craft courses are delivered 

by the Institutes of Technology and are not points related. However education to Leaving 

Certificate standard is desirable. Courses combine periods in college with periods in 

industry designed to provide on the job experience. Graduates of these programmes 

are qualified to obtained employment in their area of award or can progress to further 

qualifications with Fáilte Ireland. 

Fig 7.2 Trends in Students Numbers Registered on Fáilte Ireland Courses 

2500 

2000 

1500 

1000 

500 

0 

2002/2003 2003/2004 2004/2005 2005/2006 

S+E BMW Dublin Total 

64

Over the academic years 2002/03 to 2004/05 the numbers of students registered 

on Fáilte Ireland courses has remained relatively steady. However there was a 22% 

decrease in student numbers between the academic years 2004/05 and 2005/06, which 

corresponds to 487 fewer students registered. 

While registrations in all regions decline between 2004/05 and 2005/06 the South 

and East region showed the highest decline in student numbers with a 28% reduction. 

The Border, Midlands and West region and the Dublin region both showed an 18% 

reduction. 

1 This report and the 2005/06 edition of this report presented data on the Institutes of 

Technology collected by the Dept. of Education & Science’s Statistics Unit, in advance of 

this data being submitted directly to the HEA. 

2 The data in this section was supplied by the DES Skills Initiative Unit, based on FÁS 

recruitment figures. 

3 FAS (2007) Irish Labour Market Review 2007 

4 FAS / Expert Group on Future Skills Needs (2007) National Skills Bulletin 2007 


65

The Higher Education Authority 

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Shelbourne Road, Dublin 4. 

Tel: +353 1 231 7100 

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Lo-Call: 1890 200 637 

e-mail: info@hea.ie 

website: www.hea.ie 

An tÚdarás um Ard-Oideachas 

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Guthán: +353 1 231 7100 

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Key Facts and Figures 0607 - Higher Education Authority

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